URN 2789398 · Inspected 2026-05-22 · Published 2026-07-13 · Inspector: Jenny Selvakumaran
Kingsborough Centre - Coat Of Many ColoursNursery Hounslow Unique reference number (URN): 2789398 Address: 488-490 Great West Road, Hounslow, TW5 0TA Type: Childcare on non-domestic premises Registered with Ofsted: 17/04/2024 Registers: EYR, CCR Registered person: The Kingsborough Centre Inspection report: 22 May 2026 Exceptional Strong standard Expected standard Needs attention Urgent improvement Strong standard Safeguarding standards met The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe. How we evaluate safeguarding When we inspect settings for safeguarding, they can have the following outcomes: Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met. Achievement Strong standard Children make rapid progress across their learning and development and gain the skills they need for the next stage of education. They develop increasing independence in their daily routines and become more confident in managing their own personal care. For example, children learn to use the toilet independently and develop the skills needed to drink successfully from open cups. They apply these skills throughout the day and take growing responsibility for their own needs. Children with special educational needs and/or disabilities make substantial progress from their individual starting points. They become increasingly able to communicate their needs, take part in daily routines and engage in activities alongside their peers. Over time, children develop greater independence, participate more fully in nursery life and access a wider range of learning opportunities. As a result, children develop the independence, resilience and self-help skills needed for future learning. They are increasingly well prepared for the expectations of their next stage of education. Curriculum and teaching Strong standard Leaders have designed a curriculum that builds thoughtfully on what children already know and enjoy, helping them make meaningful connections in their learning. Staff use familiar stories to enrich children's language and understanding. For example, children listen to 'Jack and the Beanstalk' and use props enthusiastically to retell key parts of the story, including acting out the growing beanstalk and the giant's footsteps. Staff skilfully pause at key moments, encouraging children to join in with repeated phrases and predict what might happen next. This helps children remember important language, deepen their understanding and become active participants in storytelling. Communication and language are woven throughout the day. Staff use songs, actions and conversations during play and routines to introduce and reinforce vocabulary. Children hear language used in meaningful contexts and readily begin to use new words in their own play and interactions. Learning is closely linked to children's interests and experiences, making it engaging and relevant. For example, children take part in planting activities linked to stories about growth, helping them develop their understanding of change over time. Staff revisit key ideas and vocabulary regularly so that learning is securely embedded and extended. Activities are adapted carefully to meet children's individual needs. Children who benefit from sensory support are introduced gradually to new experiences. Staff link to children's familiar interests, enabling them to participate fully, explore with increasing assurance and engage successfully in learning. Inclusion Strong standard Children with special educational needs and/or disabilities receive highly individualised support that enables them to participate fully in nursery life. Staff have a detailed understanding of children's strengths, needs and next steps, and adapt activities carefully to help them succeed. For example, staff use visual timetables and objects of reference to help children understand routines and transitions and provide one-to-one support to develop children's communication, sharing and social skills. Staff work closely with specialists and embed advice consistently into daily practice. As a result, children make substantial progress from their starting points and engage alongside their peers. Children who speak English as an additional language are welcomed and included throughout the setting. Staff gather information about languages spoken at home and use pictures, gestures, songs and familiar routines to support communication. Children hear language modelled throughout the day and begin to use new vocabulary during play, routines and interactions. This helps children develop their understanding and use of English while maintaining pride in their home languages and cultures. Leaders and staff identify quickly when children and families need additional support and respond proactively. Practical support, including access to a foodbank and additional meals, helps reduce barriers to children's participation. Children known to children's social care receive coordinated support that prioritises their emotional security and stability. Staff work closely with parents and other professionals to help children feel secure and ready to learn. As a result, children are included in all aspects of nursery life and develop positive relationships with adults and their peers. Leadership and governance Strong standard Leaders have an excellent understanding of the setting's strengths and priorities for improvement. They regularly review provision and take thoughtful, well-timed action to enhance children's daily experiences. For example, they introduced an earlier morning snack after identifying that some children were arriving hungry and not always ready to engage in learning. This ensures children can settle quickly, feel ready for the day and make the most of learning from the outset. Leaders actively seek the views of parents and staff and value this alongside their own evaluation of practice when making decisions. They are receptive to suggestions and Expected standard respond positively to individual requests. Leaders use this information to reflect on provision and identify opportunities for ongoing refinement, helping to maintain a clear and accurate understanding of the setting and its effectiveness. Leaders monitor practice highly effectively through supervision, staff meetings and regular observation. They use this information systematically to celebrate effective practice and identify priorities for further development. Leaders provide purposeful training linked closely to children's needs, including communication and behaviour support, which further strengthens staff expertise and consistency. Leaders also place a clear emphasis on staff wellbeing and workload when making decisions about roles and responsibilities, supporting a stable and positive working environment. As a result, practice continues to develop and children benefit from increasingly consistent and well-coordinated experiences across the setting. Behaviour, attitudes and establishing routines Expected standard Children respond well to clear and consistent routines that help them understand expectations and what will happen next. Staff support this effectively by explicitly narrating actions, such as tidying up, so children understand what is expected of them. They use specific praise so children know what they have done well and are encouraged to repeat positive behaviours. Children join in with songs to signal the end of activities, which helps them manage transitions and develop early self-regulation skills. Children develop positive relationships with each other and show care and kindness in their interactions. For example, children notice when their friends need help and willingly fetch items such as water bottles for one another. When disagreements occur, staff manage these sensitively. They support children to resolve issues themselves, helping them to begin to understand feelings and develop strategies for sharing and turn-taking. Children settle well develop secure relationships with their key person and other familiar adults. This helps them to feel safe, supported and ready to engage in nursery life. Staff get to know children well and respond to their individual needs. However, parents are not always clear about who their child's key person is, particularly when children move between rooms. This means they do not always know who to approach first to discuss their child's learning, development or day-to-day experiences. Children's welfare and wellbeing Expected standard Children are supported through daily routines that help them stay well, feel secure and develop positive habits. Children are encouraged to wash their hands and brush their teeth at nursery, helping them learn how to look after themselves. These routines are part of everyday practice, although there are some occasions when handwashing is not consistently reinforced. Children learn about healthy eating through regular mealtimes and snack times. They are supported to make choices and try a range of foods. Staff talk with children about what they are eating and why it supports their bodies, helping them begin to understand how food supports their energy and growth. Children build emotional security through warm relationships with staff, who give them regular opportunities to talk about how they are feeling during the day. Staff use simple conversations, stories and pictures to help children recognise and express their feelings. They know children's individual needs well and respond carefully to children's allergies, medical conditions and care plans, working closely with parents to keep children safe and well supported. As a result, children feel cared for, secure and ready to take part in nursery life. Compulsory Childcare Register requirements This setting has met the requirements of the compulsory part of the Childcare Register. How we check if a provider meets the requirements of the Compulsory Childcare Register When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes: Met Not met What it's like to be a child at this setting Children arrive happily and separate from their parents with ease. They settle quickly into familiar routines and take part in a wide range of planned activities. Children explore with curiosity and enthusiasm, choosing from activities that support their physical development. They climb, balance and steer bicycles, building strength and coordination. Babies and younger children explore movement at their own pace, including crawling, cruising and early steps, with close support to help them feel secure as they practise new skills. Children explore how different materials behave as they scoop, pour and squeeze, noticing changes such as how water flows, how containers fill, and how objects feel when they are wet or dry. Inspector: Jenny Selvakumaran About this setting Unique reference number (URN): 2789398 Address: 488-490 Great West Road Hounslow TW5 0TA Children develop early mathematical thinking through everyday exploration. They fill and pour during water play and begin to use language such as 'full', 'half full' and 'quarter full' as they compare amounts. Children notice patterns, explore size and make simple comparisons during their play. Adults talk with children as they play, helping them make sense of what they are doing and introducing new words and ideas in meaningful contexts. Children are eager to try new experiences and build on what they already know. Children build friendships through repeated interaction, including others in their play and responding to one another's ideas. They take part in group times together and recognise shared routines, which structure the day and support smooth transitions. Children show enjoyment in being with others and participate confidently in the rhythm of nursery life, where relationships are central to their experience. Next steps Leaders should strengthen the communication with parents, so that they are aware of who their child's key person is, particularly when this changes. Leaders should ensure staff consistently reinforce handwashing routines throughout the day so children build secure and independent self-care habits. About this inspection The inspector spoke with leaders, staff, children and parents during the inspection. We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage. Type: Childcare on non-domestic premises Registration date: 17/04/2024 Registered person: The Kingsborough Centre Register(s): EYR, CCR Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 18:00 Local authority: Hounslow Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 22 May 2026 Children numbers Age range of children at the time of inspection 1 to 4 Total number of places 60 Our grades explained Exceptional Practice is exceptional: of the highest standard nationally. Other settings can learn from it. Strong standard The setting reaches a strong standard. Leaders are working above the standard expected of them. Expected standard The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them. Needs attention The expected standards are not met but leaders are likely able to make the necessary improvements. Urgent improvement The setting needs to make urgent improvements to provide the expected standard of education and/or care. The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk. 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